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Warm-Up: Define “destiny” in your own words. Do you believe that you have a destiny? If so, how will you find it? Or will it find you? If not, then are you bound by your decisions alone? What factors impact your decisions?. Napoleon . International Man of Destiny. Napoleon. Goals:
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Warm-Up: • Define “destiny” in your own words. • Do you believe that you have a destiny? If so, how will you find it? Or will it find you? • If not, then are you bound by your decisions alone? What factors impact your decisions? Napoleon International Man of Destiny
Napoleon Goals: 1. To examine and defend an opinion on the statement: Napoleon was a man of destiny. 2. To understand how Napoleon impacted the rules of warfare.
Napoleon • Learning Target: by the end of class, I can: • Describe how Napoleon’s early experiences may have impacted his life and military career. • Explain my opinion on whether I think Napoleon was a man of “destiny.”
LOGOUT #27 Was Napoleon a man of “destiny?” Explain your reasoning.
“Destiny” Destiny: a predetermined course of events, often held to be an irresistible power or agency.
“Destiny” The longest journey is the journey inwards, of him who has chosen his destiny.
“Destiny” Sow a thought and you reap an action; sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny.
“Destiny” Tis all a checkerboard of nights and days, where destiny, with men for pieces, play.
Napoleon Activity One Create a set of at least 6 concentric circles (a target) which places the most important factors at the center and less impactful factors as you move from the center outwards. What factors influenced your life the most during your formative years (~2-12)?
Napoleon: To Destiny • Individuals: You will all make notes about what you deem to be of interest and important for each segment. Following the film, you will be assigned to a group. • Groups: You will be responsible for creating a “ladder” of the steps Napoleon took towards his “destiny.” • Each group will: Create 3 pieces of information for the class: • A factual index card giving DETAILS of the step and events leading up to it. • A symbolic graphic to represent the step. • An analysis card which explains what moved Napoleon closer to his destiny. • Consider the following as you watch the video: • His birth or station in life, his talents, chance/luck, strategic use of historic events, connections to important people, his ambition.
Napoleon Activity Two • What factors influenced NAPOLEON’S LIFE the most during his formative years (~2-12)? • Create a set of at least 6 concentric circles (a target) which places the most important factors at the center and less impactful factors as you move from the center outwards. • Fill this in as we watch the story of Napoleon
Questions: Segment 1 Historians have argued over the importance of Napoleon's Corsican heritage. What do you feel it explains about Napoleon? Napoleon so hated having his native country conquered by the French, yet in the name of France he went on to be the greatest conqueror of other European countries the world had ever seen. How do you explain this paradox? Napoleon loved his mother and disliked his father. Does this necessarily mean that she influenced him more? How did each parent influence Napoleon? What two sides of Napoleon can we see through the effect of each parent? Do you think Napoleon's family did the right thing by deserting Corsica for France?
Questions: Segment 2 Napoleon is sent off to school at Brienne at the age of 9. It was five years before he saw his parents again. How would he have felt in this situation? How do you think it might have affected Napoleon's character and personality? In what ways was Napoleon an “outsider” while attending military school in Paris?
Questions: Segment 3 Does Napoleon support the ideals of the French Revolution or is he merely an opportunist, using events to further his own career? In what way was Napoleon forced to choose between being French and being a Corsican? Why does the Battle of Toulon bring Napoleon to the attention of the French public for the first time? How do you feel about the rising of Vendemiaire when Napoleon fires cannon into a mob that wishes to restore the monarchy in Paris? Were his actions justified or not? What do they tell us about Napoleon? How might Napoleon’s fierce ambition and his sense of his “destiny” relate?
Questions: Segment 4 Can two people be “destined” for each other? Why do you think he inscribed, “To Destiny,” on Josephine's wedding gift? Chart what characteristics Napoleon and Josephine have in common, as well as what each might gain from an alliance with the other.
Questions: Segment 5 What are some of the tactics that made Napoleon famous? Does this mark the beginning of modern warfare? What are some of the ways that Napoleon inspires loyalty in his troops? What makes him a charismatic general? Why do you think that Napoleon says that at Lodi Bridge "I foresaw what I might be?" How or why has he become a man of Destiny?
Homework Scenario: You are an aristocrat classmate of Napoleon at the EcoleMilitaire. Task: You are writing a letter home describing your encounters and impressions of your young Corsican classmate.
Which one fits Napoleon? The longest journey is the journey inwards, of him who has chosen his destiny. Tis all a checkerboard of nights and days, where destiny, with men for pieces, play. Sow a thought and you reap an action; sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny.
